TU/e Dept. of the Built Environment Building Performance group

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TU /e – B ui ldi ng P er fo rm Env iro nm ent al P er fo rm anc e o f B ui ldi ng s 7S 9X 0 TU /e – B ui ldi ng P er fo Env iro nm ent al P er fo rm anc e o f B ui ldi ng s

7S9X0

Environmental Performance of Buildings

TU/e Dept. of the Built Environment

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TU /e – B ui ldi ng P er fo rm Env iro nm ent al P er fo rm anc e o f B ui ldi ng s TU /e – B ui ldi ng P er fo Env iro nm ent al P er fo rm anc e o f B ui ldi ng s 7S 9X 0

• Do you know how much m

3 gas the dwelling

you live in uses for heating?

–

Is it performing well?

• Do you enjoy the IEQ?

–

IEQ: Indoor Environmental Quality

–

Thermal comfort, Indoor air quality, Acoustical

comfort, Visual comfort

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TU /e – B ui ldi ng P er fo rm Env iro nm ent al P er fo rm anc e o f B ui ldi ng s TU /e – B ui ldi ng P er fo Env iro nm ent al P er fo rm anc e o f B ui ldi ng s 7S 9X 0 3

Who?

Lecturers

• Prof. Jan Hensen

• Dr. Ignacio Torrens Galdiz

• Dr. Marcel Loomans

• Rajesh Kotireddy

• Isabella Gaetani

Unit

Building Physics and Services

Department of the Built Environment

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815 Who?

Students

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815 What?

Building performance - a definition

High Performance Building:

“…, the term "high performance building" means a

building that integrates and optimizes all major

high-performance building attributes, including

energy efficiency, durability, life-cycle

performance, and occupant productivity...”

NICB. Energy Policy Act of 2005 (Public Law 109-058) Section 914. Building Standardshttps://www.nibs.org PAGE 5

Quality indoor environment

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815 Why?

Built Environment

• … consumes ~30-40% world primary energy use

• … is where we spend ~90% of our time (i.e. indoors)

• … combines a complex system of requirements

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815 Requirements…

Source: revolutietheorie.be PAGE 7

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815 Built Environment

Source: survival-homestead.com Source: dilbercik.seesaa.net Source: wealddown.co.uk Source: brickfields.org.uk Source: trendsnow.net

Shelter

PAGE 8

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7S

815 Comfort

Comfort

Zeiler et al. TVVL Magazine 2010)

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7S

815 Comfort

Energy use

[Chen . 2009. Working toward the very low energy consumption bulding of the future. Lbnl

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815 Comfort & Energy

Performance

What to assess?

How to assess?

[from: presentation Monica Melhado 2008, TU/e]

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7S

815 Conflicting requirements…

…optimization

Comfort & Energy

Yearly energy use

Co

m

fo

rt c

om

pla

in

ts

Theoretical optimum

Pareto front

Required:

- Performance indicators

- Performance assessment methods

PAGE 12

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Performance approach

• work with the

end result

in mind, not the means.

• Performance is about what a building has

to do

, not how it is built.

• A building needs to be

assessed

on its performance in an

objective

manner.

Design

Construction

Use

Demolition

Alternative: prescriptive approach…

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7S815 Jan Hensen / Marcel Loomans 14

Performance based building

Prescriptive versus performance

“Turn left at the next traffic lights, then take the fourth street

to the right, go right ahead at the first roundabout, turn to the

right at the second rondabout and keep the left lane, then

turn ……..”

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7S815 Jan Hensen / Marcel Loomans 15

Performance based building

Prescriptive versus performance

“To the airport!”

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815 Performance Based Building

A (simple) example

Have meetings with max. 25 attendants in different settings

(theatre/round table)

Performance requirements

Air quality near persons:

high

(e.g. CO

₂

<1000 ppm)

Thermal comfort:

high

(e.g. -0.2 < PMV < 0.2)

Speech intelligibility:

high

(e.g reverberation time: 0.8 – 1.0 sec;

back ground noise (external sources):

max.35 dB(A))

Illuminance:

high

(e.g. table illuminance level: min.500 lux)

Yearly energy use:

low (e.g. <100 kWh/m

2 _.a)

Peak cooling load:

medium (e.g. <60 W/m

2 ₎

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Performance Based Building

Predicted / measure performance

Compare & agree

Performance requirements

Evaluation techniques

[from: key note presentation on PeBBu, Dik Spekkink, CIB Conference, Helsinki, 2005]

Performance indicators

Client

wishes

Design

solution

PAGE 17

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7S

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• Performance indicators

• Evaluation techniques

Potential

• Innovation !!!

Performance Based Building

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815 Performance indicator (PI)

Performance indicator

Property of

a product, building part of building that represents the performance

of it

in relation to the performance

requirement

set.

The indicator should be a

quantitative, qualitative or descriptive

parameter that

can be assessed in a relative straightforward manner.

Example:

Thermal comfort

PPD

e.g. <10%

T

_air

, T

_mrt

, v, RH (M, I

_clo

)

(PI)

(target value)

(parameters)

…

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815 Some examples

Energy related

:

Heating energy demand; Cooling energy demand; Primary energy use

Load related

:

Maximum heating load, Maximum cooling load

Thermal comfort related:

PMV, Operative temperature, Overheating hours

Performance indicators

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815 BREEAM

(Building Research Establishment

Environmental Assessment Method - UK, also in NL)

LEED

(Leadership in Energy and Environmental

Design – US, used in many other countries)

CASBEE

(Comprehensive Assessment System for

Building Environmental Efficiency - Japan)

…

EPBD

(Energy Performance of Buildings Directive – EU)

Building Performance “Methods”

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7S

815 Problem

• Performance indicators

• Evaluation techniques

Potential

• Innovation !!!

Performance Based Building

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7S

815 How to determine in-use ‘building comfort’?

(questionnaires)

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PAGE 24

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815 Objective performance assessment

• (Expert)

• Measurement

• Simulation

Design

Construction

In-use

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TU /e – B ui ldi ng P er fo rm Env iro nm ent al P er fo rm anc e o f B ui ldi ng s TU /e – B ui ldi ng P er fo Env iro nm ent al P er fo rm anc e o f B ui ldi ng s 7S 9X 0 4/23/2015

Experiments (lab study)

Schellen, L. Loomans, M., Wit, M., Olesen B.W. & Marken Lichtenbelt, W. van. 2012. The influence of local effects on thermal sensation under non-uniform environmental conditions - gender differences in thermophysiology, thermal comfort and productivity during convective and radiant cooling. Physiology & Behavior, 107(2), 252-261.

Boerstra et al. 2015. Comfort and performance impact of personal control over thermal environment in summer: results from a laboratory study.

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Kemenade et al. 2014. Building comfort performance assessment using a monitoring tool. Proc. Indoor Air 2104

Mors, S. ter, Hensen, J.L.M., Loomans, M.G.L.C. & Boerstra, A. 2011. "Adaptive thermal comfort in primary school classrooms: Creating and validating PMV-based comfort charts". Building and Environment, Volume 46, Issue 12, December 2011, Pages 2454-2461

Boerstra, A.C., Loomans, M.G.L.C. & Hensen, J.L.M. (2013). Personal control over temperature in winter in Dutch office buildings. HVAC&R Research, 19(8), 1033-1050 Te Kulve et al. 2014. Indoor Air in Long Term Care Facilities and Spread of Infectious Diseases. Proc. Indoor Air 2014

Monitored

data

Measurements

Measurements buildings in-use

- offices

- dwellings

- schools

- hospitals

- long-term

care facilities…

• T

• RH

• CO

2 Building sensors

(BS)

• T

• CO

2

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Kemenade et al. 2014. Building comfort performance assessment using a monitoring tool. Proc. Indoor Air 2104

Mors, S. ter, Hensen, J.L.M., Loomans, M.G.L.C. & Boerstra, A. 2011. "Adaptive thermal comfort in primary school classrooms: Creating and validating PMV-based comfort charts". Building and Environment, Volume 46, Issue 12, December 2011, Pages 2454-2461

Boerstra, A.C., Loomans, M.G.L.C. & Hensen, J.L.M. (2013). Personal control over temperature in winter in Dutch office buildings. HVAC&R Research, 19(8), 1033-1050. Te Kulve et al. 2014. Indoor Air in Long Term Care Facilities and Spread of Infectious Diseases. Proc. Indoor Air 2014

Results on question thermal sensation: Neutral to warm

Measurements building in-use

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TU /e – B ui ldi ng P er fo rm Env iro nm ent al P er fo rm anc e o f B ui ldi ng s TU /e – B ui ldi ng P er fo Env iro nm ent al P er fo rm anc e o f B ui ldi ng s 7S 9X 0 4/23/2015

Simulation

- Whole building simulation (energy, comfort)

- Computational Fluid Dynamics (local comfort)

- Raytracing techniques (visual comfort)

Schellen, L. Loomans, M., Kingma, B., Wit, M. de., Frijns, A. & Marken Lichtenbelt, W. van. 2013. The use of a thermophysiological model in the built environment to predict thermal sensation: Coupling with the indoor environment and thermal sensation. Building and Environment, Volume 59, January 2013, Pages 10–22 _{PAGE 29}

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• Performance indicators

• Evaluation techniques

Potential

• Innovation !!!

Performance Based Building

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Students should be able to…

A. introduce and describe the concepts, assumptions and

limitations which underlie the methods currently used

to appraise the environmental performance of

buildings.

B. perform and evaluate basic measurements necessary

for assessing building environmental performance.

C. utilize a state of the art building performance

simulation software on at least a basic level for design

and operational performance.

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A

theory

measurement

B

simulation

C

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PAGE 34

A B C

Project

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A B C

Project

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7-8

Assignments

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PAGE 36

A B C

Project

(Pre-)design

In-use

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Assignments

Track A – Concept maps method (groups of 2 students)

Track B – individual weekly assignments (incl. measurements in your own

home during the course).

Track C – individual weekly assignments (use of simulation program)

Detailed descriptions per week (incl. evaluation criteria) are provided on the course

website:

www.janhensen.nl/course-overview/7s9x0-environmental-performance-of-buildings

• Templates are provided for the reports and must be used!

• Reporting (weekly): digitally on OASE 7S9X0 submit folder (per week; note the file name

structure) AND on paper (handed in before lecture or if hand-in date does not coincide

with lecture at VRT floor 6 (VRT 6.08)

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Student A:

description as indicated in the Action based on the reference(s) mentioned below.

<. . .>

Student B:

description as indicated in the Action based on the reference(s) found elsewhere (other

resources).

<. . .>

Student A and Student B:

First, discuss and pose critical questions regarding the meanings of the concept/answer

to the question. Second, improve your formulations by additional descriptions,

elaborations and/or comments. Finally formulate jointly the meaning of the

concept/answer to the question upon which you agree.

< . . . >

References:

Besides the reference(s) mentioned in the concepts below, you will need to include

references that are used in the description and discussion of the concepts/questions.

Note that the role of Student A en student B are alternated.

Assessment per group (two students); per week one CM as representative for all CMs for that week.

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7S

815 Action: Description of what concept/question should be discussed.

Student A:

description as indicated in the Action based on the reference(s) mentioned below.

<. . .>

Student B:

description as indicated in the Action based on the reference(s) found elsewhere (other

resources).

<. . .>

Student A and Student B:

First, discuss and pose critical questions regarding the meanings of the concept/answer

to the question. Second, improve your formulations by additional descriptions,

elaborations and/or comments. Finally formulate jointly the meaning of the

concept/answer to the question upon which you agree.

< . . . >

References:

Besides the reference(s) mentioned in the concepts below, you will need to include

references that are used in the description and discussion of the concepts/questions.

Note that the role of Student A en student B are alternated.

Assessment per group (two students); per week one CM as representative for all CMs for that week.